TC
İSTANBUL KÜLTÜR UNIVERSITY
INSTITUTE OF SCIENCES & ENGINEERING
INTEGRATING
CAAD
INTO
ARCHITECTURAL EDUCATION
An M.Sc THESISBy
MAHMOD M. A. ELHARDUDI
DEPARTMENT OF ARCHITECTURE
Supervised By
Prof. Dr. Koray GÖKAN
İSTANBUL, Turkey
February 2007
ii
ÖZET
ABSTRACT (in Turkish)
CAAD, tasarım sürecinde kullanılan bütün programların dahil olduğu (örn. Taslak, tasarım, sunum, iletişim, vs.) Bilgisayar Destekli Mimari Tasarım demektir. Bu tez, CAAD’ın mimari eğitime entegre edilme olasılığını tartışır. Bu tezin temel soruları şunlardır; niye CAAD’ı öğretmek, CAAD eğitime nasıl katkı sağlayabilir? CAAD’ı ne zaman öğretmeye başlamak? Hangi aşamada CAAD öğretilebilir ve ne derecede entegre edilmelidir? Ne öğretilecek, hangi uygulamalar eğitim sürecine yardımcı olabilir? CAAD eğitime nasıl entegre edilebilir?
Tez beş bölüme ayrılmıştır. İlk bölüm, mimaride kullanılan bilgisayar programları konseptini inceler, aynı zamanda bu tezin amaçları ve stratejisi de incelenmektedir. İkinci, üçüncü ve dördüncü bölümler bu tezin yapısını oluşturmaktadır. İkincisi, CAAD’ın gelişim tarihini ve bu aracın faydalarını içerir. Üçüncü bölüm, CAAD’ın hem mimari eğitim hem de araştırmalardaki konumunu inceler. İncelemelere ek olarak CAAD öğretiminde değişen kurallar dahildir. Dördüncüsü, CAAD entegrasyonunun gerekleri ve teorisini tartışır. Son olarak, beşinci bölüm bu çalışmanın temel bulgularını ve gelecekle ilgili bazı önerileri içeren sonuç bölümüdür.
iii
ABSTRACT
CAAD refers to Computer Aided Architectural Design which includes all computer programs that used in design process (e.g. drafting, design, presentation, communication, etc.). At first the concept CAD (Computer Aided Design) was used to refer to all computer programs that used in drawing and design. Quickly, CAD was replaced by CAAD (Computer Aided Architectural Design) which expressing the specific character of computer applications that related to architecture field. By the end of 1980s another concept has appeared that is IT (Information Technology). During 1990s, this concept was replaced by ICT (Information and Communications Technology) which representing the current values of computing and digital technology of our era.
This thesis argues the possibility of integrating CAAD into architectural education. The main questions of this thesis are; why to teach CAAD, what values that CAAD can add to education? When to start teaching CAAD? In which stage should CAAD be taught and to what extent should it being integrated? What to teach, which applications can be helpful to education process? And how CAAD can be integrated into the education?
Thesis divided into five chapters. First chapter reviews the concepts that refer to computer programs used in architecture, also the aims of this thesis and strategy of it. Second, third and fourth chapter form the body of the thesis. Second one includes the history of developing CAAD and utilities of this tool. The third chapter reviews the situation of CAAD in both architectural education and researches. In addition to reviews the changing rules in teaching CAAD. Fourth one discusses the theories and the requirements of integrating CAAD. Finally, the fifth chapter is the conclusion which includes the main findings of this study and some future recommendations.
iv
ACKNOWLEDGMENT
First of all, I wish to express my sincere appreciation to my father (God mercifulness is upon him) and my mother.
I would like to express my deep appreciation to Prof. Dr. Koray GÖKAN for his assistance.
I wish to express my deep appreciation to: The General Public Committee, Libya
The General Public Committee for High Education, Libya The Libyan Public Office “Libyan Embassy”, Ankara, Turkey
Fourth and Fifth year’s students of Architectural Department, University of Derna Mr. Ahmed Elmagri, University of Derna
I would like to express my deep appreciation to eCAADe “Education and research in Computer Aided Architectural Design in Europe”
v
LIST OF CONTENTS
APPROVAL PAGE i
ABSTRACT (in Turkish) ii
ABSTRACT iii
ACKNOWLEDGMENT iv
LIST OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER ONE 1
1. INTRODUCTION 1
1.1 Concepts of Computer Programs 1 1.2 Usages of CAAD in Architecture Field 2
1.3 Thesis Strategy 3
1.4 Thesis Objectives 5
CHAPTER TWO 6
2. CAAD AND ARCHITECTURE 6
2.1 Domination of CAAD 6
2.2 Advantages of CAAD Systems 8
2.3 Development of CAAD 11
2.3.1 Historical Approach 11
2.3.2 CAAD Associations 14
2.3.3 Generations of CAAD Applications 15 2.3.4 Two Directions To Develop CAAD 16 2.3.5 Purposes of Developing CAAD 18 2.3.6 Future of CAAD Development 18 2.4 CAAD between Practice and Education 19
CHAPTER THREE 21
3. CAAD IN EDUCATION AND RESEARCHES 21
3.1 Evaluating CAAD in Architectural Education 21 3.2 CAAD in Architectural Education Researches 22 3.3 Teaching CAAD in Architectural Schools 24 3.4 Changing in Rules of Teaching CAAD 25 3.4.1 First CAAD Lectures 26 3.4.2 Second Period of Teaching CAAD 27 3.4.3 Third Period of Teaching CAAD “CAAD Curriculum” 29 3.5 Current Situation of Teaching CAAD 33
3.5.1 European Case 34
3.5.1.1 Objectives of the Study 34 3.5.1.2 Results of the Study 34 3.5.2 Libyan Case “University of Derna” 38
3.5.2.1 Background 38
3.5.2.2 Study Structure 39
3.5.2.3 Results of the study 40 3.5.2.4 Analyses of the Study 41 3.5.3 Comparison of World Wide and Libyan Cases 44 3.6 Challenges of Teaching CAAD 45
CHAPTER FOUR 47
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4.1 The New Tool for Education 47
4.2 CAAD Applications 48
4.2.1 Digital Applications Categories 49 4.2.2 Classification of CAAD Usages in Architectural Education 52 4.3 Approaching to an Ideal CAAD Curriculum 54 4.3.1 Characters of an Ideal CAAD Curriculum 56 4.3.2 Structure of Education 57 4.3.3 Theoretical Approach to an ideal CAAD Curriculum Model 58 4.3.4 A Sustainable Architectural Education Structure 64 4.4 Components of CAAD Curriculum 66 4.4.1 CAAD Education Staff and Tutors 67 4.4.2 Laboratories and Hardware 67 4.4.3 Contents of CAAD Subjects 68 4.5 Hierarchy of CAAD Subjects 69 4.5.1 An Introductory CAAD Curriculum 69 4.5.1.1 Objectives of an Introductory CAAD Curriculum 70 4.5.1.2 Subjects of an Introductory CAAD Curriculum 70 4.5.2 Intermediate Level of CAAD Subjects 71 4.5.3 Advanced CAAD subjects 73 4.6 A Suggested Model for Integrating CAAD 75 CHAPTER FIVE 79 5. CONCLUSION 79 5.1 Conclusion 79 5.2 Future Suggestions 80 REFERENCES 81 ELECTRONIC RESOURCES 83 APPENDIX 84
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LIST OF TABLES
1 Earlier Programs and Companies of CAAD 13 2 Differences between Viewing Computers as an Intelligent
System and a Design System 17 3 Distribution and Percentage of Researches in Ccomputers Usage in Architectural Education 23 4 Results of the Questionnaire of Architectural Department’s Students at University of Derna 41 5 Digital Applications Categories 52 6 Subjects of a Suggested Model for Integrating CAAD 78
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LIST OF FIGURES
1 Structure of The Thesis 4
2 Advantages of CAAD 10
3 Shift of the CAAD Researches Focus Over the Forty Last Years 18 4 The Categories of CAAD Researches and the Percentages of Papers Presented in Each Category 22 5 Architectural Education Subjects and CAD Lectures Relation in
the First Era of Introducing CAD in Architectural Education 27 6 Architectural Education Subjects and Using CAAD as Assistant Tools for Design Studio 28 7 The Mean Rating of the Role of CAD Importance 30 8 The Highest 15 CAD Software Used World-Wide 30 9 CAD Across the Curriculum 31 10 The Max. Distribution of the Total Hours of Training in Architectural Curriculum across Seven Countries 31 11 The Importance of Design Studio Proximity to CAD Labs 32 12 The Major Hardware Platform Used in European Schools 35 13 Institutional Software Used in European Schools 35 14 Institutional CAAD Software Used in European Schools 36 15 Institutional 3D CAAD Software Used in Education 36 16 Comparison of Institutional CAAD Software Used in European Schools and the World 37 17 Comparison of Institutional 3D CAAD Software Used in European Schools and the World 37
18 Mean Level of Student’s Competence in General Use of
Computers 42
19 Mean Level of Student’s Competence in Using CAAD in 2D and
3D Drawings 43
20 Student’s Opinion about Total Hours of Training in CAAD Courses 43 21 Level of Students in CAAD Lectures 44 22 The Structure of Education and its Levels 57 23 Traditional Architectural Curriculum - CAAD as a Separate Subject of Architectural Curriculum 60 24 CAAD Integrate with Design 61 25 IT (Information Technology) in Different Subjects of Curriculum 62
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26 IT (Information Technology) as an Axis for Architectural
Curriculum Integration 63
27 IT (Information Technology) and Full Architectural Curriculum Integrating 63 28 The Split Structure of Architectural Education 65 29 A Sustainable Structure for Architectural Education 66 30 Structure of a Suggested Model for Integrating CAAD 77
1
CHAPTER ONE
INTRODUCTION
1.1. Concepts of Computer Programs
CAAD was introduced in the 1950s to assist designers in assessing the ‘goodness’ of their creations. Initially, computers were used to assist in engineering analyses. At first the concept CAD (Computer Aided Design) was used to refer to all graphic computer programs that used in drawing, drafting and design. First graphic system was in mid 1950 the US Air Force's SAGE (Semi Automatic Ground Environment) air defense system. First real drafting program was in 1960, SKETCHPAD by Ivan Sutherland. Quickly, CAD was replaced by CAAD (Computer Aided Architectural Design), in 1980, this is more specific definition for applications that developed for architectural purposes which expressing the specific character of computer applications that related to architecture field.
With the rapid development of computer technologies by the end of 1980s another concept has been added to the CAAD that is IT (Information Technology) which refers to architectural applications and related technologies. By end of 1990s, with the revolution of computers as communications tools the concept IT has been replaced by another one that is ICT (Information and Communications Technology) which representing the current values of computing and digital technology of our era.
From the concept CAD to the final one, ICT, the changing in these concepts which used to refer to computer programs is always related to the development in new technologies. New developed applications caused new definition for computer programs.
The wide use of computers application in architectural practice and the rule that CAAD systems play in design process is affecting the way that architecture is being taught. So, architectural education should provide the right tools to students to be informed and acknowledged about the real practice of their future. As a
2 result, many researches and concepts have been discussed to achieving the appropriate use of CAAD systems in architectural education. However, still there is no global framework of teaching CAAD in architectural schools and department. They use deferent applications and concepts to teach CAAD to their students.
1.2. Usages of CAAD in Architecture Field
Due to the increased number of CAAD application in the market the use of this tool have become more and more important. Nowadays, using CAAD is not that sample use as a drafting and storage tool instead the use of CAAD applications in architecture field have many fields and generally using CAAD in architecture field can be divided in the following categories:
• Production and database tool: this includes the use of CAAD applications as drafting, drawing, presentation and representation tool in addition to the use of computers applications as documentation and database storage.
• Design tool: here CAAD acts as a design medium which provide solutions for the design problems and a tool for analysis building and designs elements.
• Communication tool: as architectural works have become an collaborative works that requires sharing information and ideas, computers and IT provides powerful advantages to be used as a communication tool that allow architects and designers to share their ideas and projects.
• Teaching tool: due to the domination of CAAD systems in architectural professional practice educators and researchers try to integrate this technology in the education process. The aim is to improve students' knowledge in CAAD and develop students' works in collectivity in order to prepare them to their professional future and provide the most updated technologies in architectural practice field to them.
3 1.3. Thesis Strategy
Architects and designers are still researching for a global system for the use of computers in architecture and to integrate this technology in the architecture education process. With the rapid development of CAAD programs in the architecture field and using CAAD as design tools in the practice field, other issues being set. These issues try to find a framework to integrate CAAD programs with architectural lectures. The aim of these issues is to set rules of teaching CAAD as a design tool and to help students to use CAAD after they graduate in the right way which allow them to use the full features of CAAD programs in there works as can as possible.
The strategy of this thesis is to explore the essence of using CAAD systems and applications in architecture in general, and using this technology in architectural education in particular. The subject presented here argues the possibility of integrating CAAD in architecture education and evaluating the current situation of teaching CAAD in architectural schools with a case study from Libya. In addition to these aims the thesis focus on the latest concepts and theories that argue the problem of how to teach CAAD, when and what is the requirements of this process? This thesis contains five chapters, introduction, body of the thesis which contains three chapters, CAAD and Architecture; CAAD in Education and Researches and CAAD Curriculum, and the last chapter contains the conclusion and recommendations.
First chapter of this thesis includes a general definition of CAAD and description of new technology in architecture field and the use of CAAD and related technologies in architecture field. Second chapter reviews the advantages of CAAD and the added value of CAAD to architecture field in addition to reviews the development process of CAAD by focusing on the history of CAAD development, the generations of CAAD applications and the directions of developing CAAD and finally discussing the future of CAAD in architecture practice and education. Third chapter evaluating the current situation of teaching CAAD by reviews the generations of CAAD usage in education and changing rules of teaching CAAD through the last forty years in addition to reviews the structure of architectural education and the use of CAAD according to this
4 structure. Also, this chapter contains some world wide case studies about CAAD education in architectural schools in addition to a case study about teaching CAAD in Libya by taking University of Derna as an example.
Fourth chapter discusses the process of integrating CAAD into architectural education by; firstly reviews the categories of digital applications in architecture and the use of multimedia and CAAD applications in architectural education, and then reviews some of the pedagogical issues that have been derived from world wide CAAD conferences and roundtable participants' experiences with CAAD curricula. In addition, this chapter contains the main requirements of integrating CAAD into architectural education and the most important points which must be decided carefully when involving CAAD into the education process. The final chapter includes the conclusion of the thesis and the results of this study in addition to some recommendations which can be guidelines to approaching an ideal CAAD curriculum. Figure 1 shows the structure of the thesis with brief definition about each chapter.
5 1.4. Thesis Objectives
The main idea behind this thesis is that the relationship between CAAD programs and education process. It argues the advantages of these tools and how they can help us and mainly how these programs can be integrated to the curriculum process of architecture? The main objectives of this thesis are:
• To present a general description about CAAD systems and the development process of this technology in both practice and education fields of architecture;
• To identify the benefits of CAAD systems in architecture practice field in general and the assistant of these tools in the architectural education particularly;
• To accommodate a prevalent understanding of CAAD integration into the architectural education and review the utilization of this technology;
• To evaluate the current situation of teaching CAAD in architecture schools with regard to the curriculum structure especially in Libya by giving an example from University of Derna;
• To identify the main keys factors that controls the integration of CAAD systems into architectural curriculum;
• To examined how should CAAD be best integrated in the curriculum by looking at where and what subjects in the education should it be integrated with? How that can be done? And when?
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CHAPTER TWO
CAAD AND ARCHITECTURE
2.1. Domination of CAAD
Computers are the most powerful tools available in our age and there is no field that not affected by this technology. Architecture is not an exception from this fact. Computers have been involved in architecture field in propose of assist and aid the design and creative process. Nowadays, This tool is not only a great advantage to the design process but also a fundamental necessity for any designer or practice wishing to maintain their position in the highly competitive professions of the built environment due to the great features of this tool and the domination of new technology.
CAAD has great potential for a variety of architectural design process and in the recent forty years computer programs have replaced the traditional ways of drawing and some design activities were able to done with the assistant of computers. New architectural theories have appeared by the assistant of new technologies and the architectural form has been under changing since computer programs were included in the architectural design process. CAAD systems can lead to better representations, and allow architects to models and operations to correspond more closely. The rule of using CAAD systems in architecture has been under changing since the first usage of this technology.
The first generation of CAAD focused on using CAAD as drafting and representation tools which offer tools to make architectural work done faster and easer after that there was an important change in the sue of CAAD which try to involve CAAD in the design process in order to build a virtual environment to the design where it can be developed and experienced by architects on the screen and to enable actions and reaction between them and the form in a virtual world representations. As architectural work have been a collective work which involve a group of participates another use of computers appeared which allow sharing of knowledge between architects, designers and other disciplines to enhance and improve the impact of information technology on architecture. Upcoming
7 researches and studies focus on the area of using computer as a design, simulation and communication tools.
Since 50s computers have been developing in order to help people to be more efficient and creative and make life easier. In almost every other field of design, the computer has become an important tool in improving both efficiency and quality. Architectural field is not an exception from this. At first, in 1960s, the usage of computers in architectural design process was not paid more attention because of the capacities of the programs and tools available in that time. However, this situation has totally changed in the recent twenty years and the use of CAAD software in architecture field has increased rapidly. Today, CAAD systems are the most powerful tools used in the architectural design process. CAAD Software now is better and more widely used than ever before. It is faster, powerful and its capable of producing drawings and models is very high. These programs provide multi choices which help architects and designers to produce there projects and make it easier to edit and develop the final products.
Nowadays, CAAD software plays a major role in the development of architectural design. CAAD systems and new technologies help architects and designers to develop and create new forms and find new solutions to the technical challenges which they face during the design process. These solutions could not be found without help and assistant of new technologies. It can be seen easily that the change in architecture form that was done by assistant of computers. And the aim of temporary researches and development of CAAD systems is to help architects appreciate and this technology as an everyday tool for their design work and not only for presentation purposes.
Due to the lack of experience and familiarity with computer tools used by architects and designers, CAAD systems are not used to its full capability as a design medium and creative tool. Unfortunately, most of architects are also very traditional in their approach to design and view CAAD systems as a production tool that can only help them in the final stage of the design rather than as another design tool. As a result for this unfamiliarity designers can not draw exactly what they have in mind and CAAD programs are mainly u
8 Sketching by pencil and paper is the main tool for the designer to transfer their ideas. However, development of information technology has changed this situation and CAAD programs are probably going to change the way of designing, at least computer aided architectural design systems are the main tools that used in architecture field to draw and representation which.
2.2. Advantages of CAAD Systems
CAAD programs have played a major role in architectural design especially after involving these tools in the design process. They have increased and still our abilities in designing, as technologies continuously are improved. In general there are two major field of assistant which CAAD systems provide. First is about drawing by computers and second is the help of computers in the conceptual stage and design assistant provided by CAAD programs.
The assistant of CAAD systems in the drawing and representation and this was the first generation of CAAD usages in architecture field because of the abilities of the technologies which were available in that time. CAAD programs have many advantages that makes this process faster, easer and precise. First advantage is the flexibility of the drawings which made by computers. They can be edited and corrected, and it is easy to have more than one copy of them. For example, to draw three plans for the same building it is needed only to draw one level and then copy it and edit it to be suitable to the other levels or floors. This advantage takes us to another important feature about using CAAD programs that is the time required to the drawing process. By decreasing the time of this process architects can has additional time to think about design it self.
Another advantage is the models and 3D forms which made by computers contain a lot of additional information about the design more than a drawing made by traditional ways. For example, a drawing made by CAAD programs provides all information, such as dimensions, colors, angles, text, etc. at the same time also the ability to be print in different scale. Precision is another important feature of drawing by CAAD programs. In computers measures are always exact and absolute also using computers decrease the possibilities of mistakes. Libraries which available in architectural software contain a lot of symbols, doors,
9 windows, furniture, cars, etc, they also can be on or off and defreeze or freeze while designing or printing. This is very helpful to users of CAAD system and they do not have to draw every detail themselves. In addition, these elements have the ability to be scaled and edited.
After the rapid development in CAAD packages another usage for CAAD start to appear which is the second generation of assistant of CAAD this assistant is the help of computer programs at the conceptual design stage, in other words, using computers as a design medium. With the rapid development of CAAD software and the capacities they have today, architects and designers have more options and features to reform their design especially in 3D environment and start their concepts by assist of computers. Almost all computer programs contain several commands which allow users to edit, modify and reform the design during the design process.
This process can be done on the same object and users do not have to redraw again and again which allow architects and designers to produce their ideas and drawings in less time. Providing three dimensional objects on the screen allow architects to change colors, materials, textures, etc. and this gives a great view for the design before it be created in the reality which allow architects to change their design easily also using effects such as lighting and natural elements (trees, water, etc.) make the design more efficient. Using 3D models in CAAD systems make a bridge between architects and clients and they do not have to know a lot about architecture, because of using models which can be seen from different points clients have the power to participate in the design process. They can easily see the final project and experience it. In addition to these advantages there are other features of great value to a CAAD system, such as storage of the design in formats which can be used in other CAAD packages, and provide methods for manipulating the geometry. CAAD systems often allow drawings produced from different programs to be used and shown in the same model, that enable compatibility between the software used by the architect and the contractor.
In summary, the main advantages of CAAD systems can be divided into two categories first is the assistant of computers in drawing and representation which
10 contain the ability to edit, redraw, store and print the final project easily. The second is using computers as design tool where computers are a medium for the design where it can be modified and recreated.
These advantages of CAAD applications and other digital applications can be divided into four categories; reducing time, 3D and presentation capabilities, and precision which are providing in figure 2 below.
11 2.3. Development of CAAD
Developing and improving CAAD applications which lead to full use of computers for architectural design is the essential challenge that CAAD developers face. From the beginnings of the development of CAAD systems the aim was the design process itself. The target is to lead to advanced use of computers in the conceptual design stage not only using computers as a tool for drawing and representation the final products. However, until now there is no well-developed CAAD application yet. Using computers assistant in the conceptual design process has not improved as quickly as what was earlier in the beginning of using computers within the architectural design. Until now there is no CAAD system that provides complete support and gives all requirements for design process in architecture. However, some design activities are done by assistant of computers but they still limited to what it should be. It is obvious that the future of CAAD will not only be as we saw in the last years but there are other concepts in using these systems to approach the aim that make it possible to use CAAD as a creative tool. The recent researches in this field focus on developing more powerful tools design tools and contemporary researchers try to set a framework to how computers can help conceptual design process and exploiting advanced computers techniques.
2.3.1. Historical Approach
The history of using computers in architecture is very short. It is always related to the development of information technology by both hardware and software. In the beginning computer aid was aimed to automate drawing and produce only simple drawings. The use of CAAD systems in architectural design process has increased a lot in recent decades after the rapid development in computer technologies. The first Computer-Aided Design programs used simple algorithms to display patterns of lines at first in two dimensions, and then in 3-D. First articles discussing computer aided design were published in 1961 and 1962. The first true CAD software, a very innovative system called "Sketchpad" was developed by Ivan Sutherland as part of his PhD thesis at MIT in the early 1960s. In general, the history of CAAD can be set in three major periods, beginning of CAAD software from 50's until the end of 60's when this technology were in the
12 first steps and the main idea was to help architects to draw and represent their ideas by computers. Second period was in the beginning of 70's after computers abilities become more useful and the third period start from beginning of 80's after personal computers have been used widely. Since 50's number of studies and researches tried to focus on use of computers in design and industrial. These steps were very simple and capacities of the programs were limited and the aim was to create a machine that can produce drawings. Usage of computers was very limited due to the lack of technologies and incomplete of computers programs. In mid of 1950's First graphic system was developed at Massachusetts Institute of Technology's Lincoln Laboratory for USA Air Force's SAGE (Semi Automatic Ground Environment) air defense system. In 1960, Ivan Sutherland produced a project called SKETHPAD, which was the first step to CAD industry. After two years, in 1962, Bill Barnes established Auto-trol and manufactured the first product, a digitizer. The first Computer-Aided Design programs used simple algorithms to display patterns of lines at first in two dimensions, and then in 3-D and to help architects save time instead of drawing their blueprints. At the same time there was another project which was developed at ITEK and general motors. The project was called The Electronic Drafting Machine. While the first production interactive graphics manufacturing system, DAC (Design Automated by Computer), was designed at General Motors Research Laboratory by Dr. Hanratty.
In The second period, 1970, a number of computers programs were available and they done a useful work for architectural design including planning, evaluation of alternatives, cost planning and structural design. In 1971, MCS was founded by Dr. Patrick J. Hanratty. MCS has enjoyed an enviable reputation for technological leadership in mechanical CADD/CAM software. ADAM (Automated Drafting and Machining) which was the first company's product, was released in 1972, ran on 16-bit computers, and was one of the first commercially available mechanical design packages. In the late 1970's the first solid modeling software was produced which taking basic geometric objects such a sphere, block, cylinders and wedges. In 1976, MCS introduced AD-2000, a design and manufacturing system for the first 32-bit computers. By the end of 1970's first modeling software started to appear Taking basic geometric objects such a sphere, block, cylinders and wedges
13 and combining them using Boolean operations such a remove a cylinder from a block to create a hole. The real start to approach more effective CAAD software was in 80s after the invitation of PC in addition to a number of companies that have been found in addition to the wide use of computers and mini computers with much more power at less cost started to appear. Personal computer led to an explosion of interest as hardware and computers have been used widely in the 1980's. As the computer as drafting systems succeeded, CAAD software has been developed increasingly and personal computers have been used widely which make them the future of the application of computers in architecture and the development of commercial CAAD applications led using computer assistant in architecture to become extensive. The table shows the earlier programs and companies of CAAD.
Year Company software Definition of the Program
1980 T&W Systems Versa CAD Creating designs using computers 1981 Computer graphics from Cornell
University
3D/Eye Inc. A pioneered 3D and graphics technology 1981 Unigraphics UniSolid First solid modeling system
1982 Avions Marcel Dassault CATIA Version Product for 3D design, surface modeling and NC programming 1982 AutoDesk AutoCAD The leader of CAAD software in 2D and 3D drawings 1982 P-CAD CADplan Later the product was purchased by CalComp and renamed CADVANCE 1983 Applicon BRAVO First 32-bit VAX based mechanical design/NC system
1985 MicroStation PseudoStation
Advanced computer-aided design on PC allowed users to view IGDS drawings files without needing Intergraph's software.
1985 Micro-Control Systems CADKEY The first 3D PC CAP product
1986 MCS ANVIL-5000 A 3-D mechanical CADD/CAM/CAE system 1986 AutoDesk AutoSketch
1988 Unigraphics Shape Data Ltd. For solids modeling capabilities 1988 Acecad Software Strucad A high-end structural CAD program 1989 Graphisoft ArchiCAD
1990 AutoDesk Animator Pro A 2D painting and animation program for DOS 1991 AutoDesk ArcCAD Architectural product
1991 AutoDesk 3D Studio Can be used to create sophisticated animation of AutoCAD drawings 1992 Visio Visio Technical An entry-level 2D drawing program
14 Since 1990s CAAD systems have been the most powerful tools have ever been used in architectural design process due to the domination of CAAD programs and the wide use of computers. As CAAD packages become easier to use since 1990, CAAD systems become an important factor in the architectural design process. With the rapid development of hardware and software the use of CAAD in design process increases rapidly. The future of computer aided architectural design development focus on using this technology as a medium for the design process and its target is to replace the traditional tools of designing by computers assistant which are related to the development of new technologies in both hardware and software. By reviewing the development process of CAAD systems through the last forty years it can be seen obviously that the next generation of CAAD systems is looking deeper into the use of computer for the design process and the assistant of computers program at the first stage of design where these tools can be used as the main design tools.
2.3.2. CAAD Associations
In 1980's another important event in history of CAAD was the foundation of the associations and organizations which have been established in idea of researching and developing CAAD programs in addition to sharing ideas and experience in this field. All these associations have played a major rule in education and practice of CAAD. The main CAAD associations are, eCAADe (Education and research in Computer Aided Architectural Design in Europe) which was founded in 1983 with a common interest in promoting good practice and sharing information in relation to the application of computational technologies in research and education for architecture and related professions, ACADIA, the Association for Computer-Aided Design in Architecture which was formed on October 17, 1981. , (SiGraDi) Ibero American Society for Computer Graphics which was established in 1995 also CAAD Future which was founded in 1985, and later in 1996, Computer Aided Architectural Design in Asia (CAADRIA) and The European Association for Architectural Education (EAAE) which is an international, non-profit organization, founded in 1975.
15 2.3.3. Generations of CAAD Applications
Process of developing CAAD systems has been under changing from the beginning of CAAD applications and the rule of using CAAD in architecture has changed according to these changes. CAAD applications can be divided in three generations according to their use. First is the use of CAAD applications as production tools, second is using CAAD software as a design medium and last one is CAAD applications as a communication tools. First generation of CAAD applications were in the 1950s. Due to the limitation of computers’ capacities, the aim was to provide tools to help architects to improve the final products “CAAD was introduced in the 1950s to assist designers in assessing the ‘goodness’ of their creations. Initially, computers were used to assist in engineering analyses”. (Yehuda E. Kalay, 1999) Applications were simple and computers capacities were limited due to the lack of technology at that time.
The second generation of CAAD applications starts at the beginning of 1980s, after computers have been used widely. A large number of CAAD applications were developed and the use of computers came to another advanced level that not only as a drafting and production tool but also involving computers in the first stage of the design. In this period the aim was to develop more advanced systems that can help architects in the conceptual stage. Some CAAD applications could provide very powerful tools that allow designers and architects to edit, develop and change the form in three-dimensional environment. In addition to see the final product as it in the reality by adding colors, textures and materials to it.
After architectural design has become a collaborative work the use of CAAD applications changed to another direction. “The globalization of the building industry in the 1990s, coupled with the increasing capabilities of computers as telecommunication devices due largely to the rise of the Internet, brought about the birth of computer-aided collaboration”. (Yehuda E. Kalay, 1999) The globalization of the building industry in the 1990s and the improved capabilities of CAAD applications as communication tools caused the use of CAAD applications as a communication and publishing tool. Since 1990s a number of leader CAAD software companies have involved publishing and viewing tools that allow users to view 2D and 3D drawings, details of the drawings, a list of its
16 elements and animations. These tools also let users share their designs with other designers and clients via email, Web sites, an intranet, and physical media. Autodesk DWF Viewer is an example for these tools.
2.3.4. Two Directions To Develop CAAD
Using computers assistant in the conceptual design process has not improved as quickly as what was earlier in the beginning of using computers within the architectural design. Until now there is no CAAD system that provides complete support and gives all requirements for design process in architecture. However, some design activities are done by assistant of computers but they still limited to what it should be. It is obvious that the future of CAAD will not be as it was in the last two decades. There are other concepts in using these systems to approach the aim that make it possible to use CAAD as a creative tool. The recent researches in this field focus on developing more powerful tools design and other researchers try to set a framework to achieving more advanced uses of computers programs which can help architects and designers in the conceptual design process and exploiting advanced computers techniques.
Hwa-Ryong Lee, 1999, describes two directions of developing CAAD systems and explained the changes in the CAAD research focus. First is developing CAAD as an intelligent system and the second direction is focus on developing CAAD as a design tool. Focus on developing CAAD as thinking systems tries to find new ways to representation design knowledge and principles in computers to solve the problem of the design. In this category computers are thinking machines that include a database can help in solving design problems. So it is a theoretical view. It argues an academic theory about design knowledge, information and architects’ perceptive process. Second direction to develop CAAD aims to help architects and designers by providing new tools which make design process more successes that by improving drafting, representation and rendering tools. In addition, improve computers presentation tools such as 3D modeling and virtual reality. Table 1 shows the differences between viewing computers as an intelligent system and as a design tool according to a paper presented by Hwa-Ryong Lee, 1999.
17
Category Intelligent system Design tool
Computer As a thinking machine As a design tool Concept Computability of design Usability of computer Ideology Rationalism Pragmatism Related fields Artificial Intelligence Computer Science
Feature Academic, Theoretical Commercial, Practical Design systems Knowledge-based systems, Expert systems, case-based systems
CAD drafting or modeling programs, Information-management systems
Table 2: Differences between Viewing Computers as an Intelligent System and a Design System (Lee, 1999)
Focus on these two categories has been changed through the past forty years. According to a paper presented by Hwa-Ryong Lee, 1999, the interest in developing computers as an intelligent system and as a design tool have been changed in the level of the interest over four periods, 1960s, 1970s, 1980s and 1990s. In the first period the focus was on developing computers as an intelligent machine and using them as drafting tools was not pied much attention due to the lack of the capacities of computers. During 1970s number of useful programs was available with abilities for planning, evolution and structural design also simple drafting systems become more developed. That caused more focus on the idea of using computers as a design tool and drafting machine. By 1980s hardware was improved and after using computer as design systems succeeded, academic researchers started developing new theories about using computers as intelligent machines and the interest in this field increased.
Last period, 1990s, developing of CAAD software continues and many drafting and representation tools appeared. At the same time, intelligent systems become more difficult. Despite to develop computer languages and drafting technique the intelligent systems for design field have developed slowly. So the interest in viewing computers as a design tool has been given more attention. Figure 3 shows the shift of CAAD researches focus over the forty last years.
18 Figure 3: Shift of the CAAD Researches Focus over the Forty Last Years (Lee, 1999)
2.3.5. Purposes of Developing CAAD
Developing of CAAD systems through last five decades has been done according to two purposes. First are scientific purposes and second are commercial purposes.
Scientific Purposes: This includes researches and studies done by CAAD associations such as ACADIA, CAADRIA, eCAADe, SiGraDi, CAAD Futures and EAAE. Also there are the researching centers at computer companies. These associations try to develop CAAD systems and provide suggestions and recommendations to CAAD manufactures to improve CAAD applications.
Commercial Purposes: Regarding to this purposes all hardware and software companies are involving in a competition caused that each company tries to improve its products and provides more advanced productions. Through this continuous competition a number of CAAD applications have been developed. 2.3.6. Future of CAAD Development
Gero, 1987, predicted that intelligent systems would be the core tools in computer-aided design with their ability to automate reasoning through automating inference processes. Other researchers agree with this view and the target of achieving intelligent machines that can think and provide design solutions design was the main aim of CAAD development process. However, most of these researchers have changed their view about using CAAD in
19 architectural design from only a production and documentation devices to another point of view that argues the use of CAAD as design tools and a medium for the design process and communications tools. Future of CAAD development faces several difficulties which can not solve easily and need a collective work between architects and developers of CAAD systems. Hwa-Ryong Lee mentioned in a paper presented in eCAADe conference 1999 The main difficulties in building a design computational environment result from the combination of many obstacles: the lack of technology; the limitations of computability of design; the incompatible nature between designing and the computer, and so on. Recently, architectural design requires teamwork and the advent of computer networking and the Internet lead to the third generation of using computers in architecture that is using computer networks and internet as a communication tool. One of the most significant issues is the interest of the appropriate design media for supporting the design collaboration, Hwa-Ryong Lee, 1999.
“The important factor about developing CAAD systems is that what we want computers to do for architecture”. (Tweed and Carabine, 1999) Answer for this question can be defined by reviewing the possible targets of CAAD developers and researchers which contain several areas of developing CAAD in architecture field which are related to each other strongly. First area is that CAAD as a design medium which focus on developing CAAD application to help architects in the conceptual stage. The second one is developing CAAD as a communication and collaboration tool that allow designers and architects to share their experience and supporting the design collaboration. The other area is the use of computers as automated design machines where CAAD act as an intelligent system that can think and find solutions for the design problems. Final area is that integrating of CAAD systems in architectural education which aim to kept students abreast of constant changes in the new techniques and have the basic knowledge about real world practice which is affected by the new technologies.
2.4. CAAD between Practice and Education
In almost every other field of design, the computer has become an important tool in improving both efficiency and quality. Architectural design has been under changing since using computers software whether as design tools or production
20 tools. This should be a standpoint in the education process and students should be kept abreast of constant changes in the new techniques and have the basic knowledge about real world practice which is affected by the new technologies. Practice and educate CAAD programs in architectural field has been a common study field which aim to build a foundation for the development of CAAD software. Nowadays, Computer Aided Architectural Design has developed into architectural information and communication technology (ICT), to become commonplace in architectural education. In architectural departments as well as in the professional practice, CAAD is often used just as a drawing tool. Many schools of architecture are using hand made models and hand drawings as a main technique in design education and teaching CAAD as a tool for drawing and representation.
The main aim of the architectural education “is to develop the architect as a generalist able to resolve potential contradictions between different requirements, giving form to the societies and the individual’s environmental needs” (UNESCOA, 1996) Architectural education process aims to supports students to understand and know how to deal with architectural problems which they supposed to face in their life. CAAD should be a new tool that used in architectural education to change the traditional ways of teaching depending on the changes in the information technologies in order to improve the abilities of the students in using new technologies and allows them to be in connection with changes in architecture field which has affected by the new technologies. Integration of Information Technology in architectural education is one of the greatest challenges for our professionals and traditional architectural education ways are evolving rapidly and replacing by new technology tools.
The primary uses of computers in architectural practice and education have been changing, over the past four decades, from the evaluation of proposed drawing and drafting, to another proposes which are more advanced use by integrate them in the design process itself, and more recently to facilitating collaboration among the various professionals who are involved in the design process. Architectural educators looking for more advanced CAAD curriculum and upcoming researches focus on use of computers as an environment for the education.
21
CHAPTER THREE
CAAD IN EDUCATION AND RESEARCHES
3.1. Evaluating CAAD in Architectural Education and Researches
Recently, CAAD and other digital applications have been the most powerful drafting, representation and design tools available to architects and designers. Due to the fact that education and practice are very connected to each other and there is no possible to separate them, each one has its effects on the other, architectural researchers and educators are trying to involve CAAD and other digital media applications in architectural education the aim is to form a fundamental framework to achieving a success integration of computing and CAAD methodology in architectural curriculum.
In recent years, there have been different approaches and experimental developments concerning integration of CAAD and IT in architectural education. Researches and studies presented in conferences held by architectural schools and other architectural platforms, such as ACADIA, CAADRIA, eCAADe, SiGraDi and CAAD Futures, have been made with the purpose of approaching an ideal integration structure of CAAD education. Architectural schools and departments have introduced CAAD in the design studio and some digital applications (e.g. digital communication tools, desktop publishing, Web page publishing, digital presentations tools) in the education schedule. The goal is to develop student’s knowledge further in the field of CAAD, improve students’ skills in using CAAD and other digital applications in the design activities and inform students of up to date CAAD and digital media applications.
This chapter tries to evaluate the current situation of teaching CAAD and other digital applications in architectural education by; firstly, reviewing the related researches concerning CAAD usage in architectural education and then evaluating the present situation of teaching CAAD in architectural schools.
22 3.2. CAAD in Architectural Education Researches
Researches and studies in CAAD implementations in architectural education are contingent upon development of CAAD applications. These researches cover all possible usage of CAAD in education. At the beginning of 1980’s a number of platforms such as ACADIA, CAADRIA, eCAADe, SiGraDi and CAAD Futures were established to fill the gap of researches and studies in usages of computers in architectural practice and education. Aims of these associations is to promote researches and teaching in CAAD which enhance the use of computers as creative tools rather than production tools and sharing information and experience in relation to the use of computers in research and education in architectural practice and education. Conferences hold by these association aims to developing new theories and concepts in the use of computers in architecture and integrating new technologies in architectural education. Figure 4 shows the categories of CAAD researches and the percentages of papers presented in each category. This figure was presented in study carried by Fevzi Ozersay and Peter Szalapaj in the 17th eCAADe conference, 1999; the study includes 422 selected abstracts from eCAADe, ACADIA and CADRIA.
Figure 4: The Categories of CAAD Researches and the Percentages of Papers Presented in Each Category (Ozersay and Szalapaj, 1999)
Table 4 shows a distribution and percentage of researches in the field of computers usage in education (Ozersay and Szalapaj, 1999)
23
Category Number of papers Percentage (%) Usage Level
Design Process / Studio / Methodology 81 19.19% Teaching Methodology 60 14.21% Theory of Computer Aided Design 48 11.37% Network / Collaborative Design 38 9.00% Multimedia / Hypermedia / Hypertext 34 8.05% Other Courses / Services 27 6.39%
Modeling 26 6.16% Curriculum 22 5.21% Representation of Knowledge 19 4.50% Expert Systems 18 4.26% Presentation / Representation 16 3.79% Virtual Reality 12 2.84% Others (Visualization / Interface / Grammars 11 2.60%
Lower
Educational Theory 10 2.36% Upper
Total 422 100%
Table 3: Distribution and Percentage of Researches in Ccomputers Usage in Architectural Education (Ozersay and Szalapaj, 1999)
According to this study about 97% of the researches are about education activities and teaching architecture by the assistant of computers especially in design process which aim to change the traditional ways of teaching in a parallel way with the changes in the information technology; and to improve students’ skills in using CAAD programs in such way that help them in the conceptual design stage and kept them abreast of constant changes in the new techniques and to prepare students for their future in the job market. On the other side, only 3% of these researches related directly to education theories which try to make a framework and theoretical concepts for the architectural education process with computers assistant.
“If we are to conclude about the research on computer usage within architectural education, we can say that there is a high tendency of attempting to apply computers to the realization of the aims and objectives of architectural education, but a lower tendency towards exploring the importance of computer technology in defining these aims and objectives” (Ozersay and Szalapaj, 1999).
24 3.3. Teaching CAAD in Architectural Schools
In almost every other field of design, the computer has become an important tool in improving both efficiency and quality. Computers and new technologies have changed the way of architectural design since using computers software whether as design tools or production tools. Architectural education process has also affected by this fact and new technologies are changing the rules of this process. Teaching architectural design skills and principles have been changed since computers have involved in the architectural education. The influencing of IT and CAAD systems in architecture field are affecting the rules of architectural education. Traditional architectural education tools mainly based on two ways, first is using 2D sketches and second one is using real 3D models. This situation has been changed through the last three decades and computers technologies have been involved in the education process to replace traditional tools of teaching at least in the three last years of the educational schedule.
Recently, integrating complete CAAD system that can support the education of architecture was the main subject of educators and researchers of architecture. The main aim of this process is to use CAAD applications as a tool for design and improve students’ skills and abilities in using this technology. Until now there is no framework and fundamental structure for this use of CAAD in architectural education. However, most of architectural schools and departments especially in developed countries have developed there own way of using CAAD in there educational schedules. The perfect CAAD system for education, according to Christopher Tweed and Brendan Carabine, 1999, would facilitate the leap of understanding students must make if they are to relate their imaginings to the physical realization of a building. Such a system would need to be capable of demonstrating the full breadth of experience a design proposal might yield, not just its visual appearance. The main objectives of integrating CAAD in architectural education can be summarized as following:
• Providing a general survey of the essential concepts and applications of computer aided architectural design (CAAD) in architectural education and practice.
25 • Improving students' knowledge in CAAD and its utilities in architectural
design and professional practice and exploring the Information Technology and CAAD Applications.
• Teaching students the use of computers in architectural design and how to use this technology to improve their thoughts.
• Developing students' experience in CAAD and improve their skills practically in using this tool in both design and presentation.
• Improve students' works in collectivity way by using new technology as a communication medium which allows them to share their ideas.
These benefits of CAAD systems to architectural education have been improved through a long term since mid of 1960’s. At first the aim was to provide the basic principles of computer application and after the developed systems and application the objectives of teaching and involving CAAD into architectural education have changed and move forwards to another level that aim to allow student to use computers as tools for design and recently more advanced proposes is that using new technologies as communication tools to support the celebrative work and sharing knowledge and experiences.
Through the last four decades teaching CAAD at architectural schools have been under developing and still. The first steps were very sample by providing independent CAAD lectures. After that with assistant of the improved new technologies schools could include more advanced CAAD application and enlarge the use of CAAD in curriculum.
3.4. Changing in Rules of Teaching CAAD
Through the last four decades, teaching CAAD in architectural schools has changed according to the development of new technology and the utilities that CAAD applications provide to support the education process. These changes can be divided into three major periods, first is using CAAD applications as representation tools to support the final products of the students. The second period start around the mid of 1980’s when several architectural schools and departments, especially in developed countries, start integrating CAAD
26 application in design studio as a medium of the design process, since the mid of 1990’s another use of CAAD systems and new technologies have been appearance due to the advanced digital applications which were available in the market as a result of the commercial competition of the companies and the new hardware capabilities. This is more advanced and attractive use of CAAD and IT systems which discusses the use of these technologies as tools for the whole education process and using these tools to support the collaborative work.
3.4.1. First CAAD Lectures
The first CAD lectures that introduced in architectural education were in format of small support CAD-courses. In fact the CAD curricula has yet been established and computer programs used in that time were known as CAD not CAAD, “the main difference between them is that CAAD provide the architect’s professional needs in architectural design not just computer engineering”. (Penttilä. 1996) Due to the limitation of software available at that time and the lack of technologies, CAD lectures were taught in such way that allows students to learn the basic principles of CAD application and the use of this tool in drafting and representation. CAD applications were taught independently without any relation to other courses (Figure 5). The architectural education mainly covers the following subjects:
• Architectural design principles. • Constructions and materials. • Public buildings services. • Housing and urban planning.
• Architectural history and architectural theories. • Computer programs.
• In addition to support lectures such as art drawings, languages, mathematics and physics, surveying, descriptive geometry.
In this period the influence of CAD education was depends on teachers’ personalities and experience in CAD applications. As a result, CAD has yet played any important rule in the architectural education and design activities.
27 Computers were only helpful in some cases such as drafting and representation and yet has involved in the conceptual stage of the design process.
Figure 5: Architectural Education Subjects and CAD Lectures Relation in the First Era of Introducing CAD in Architectural Education
3.4.2. Second Period of Teaching CAAD
Since personal computers (PC) were introduced in the market widely by IBM corporate, in 1981, using CAAD application start to be wider and success in the architectural practice and the evolution of CAD education proceeded too. This is the second period of teaching CAAD in architectural schools which start at the beginning of 1980s. In this period the use of computers in architecture field has become more specialized and CAAD has been regarded as the definition of computer programs that use in architectural practice and education. Characterize to this era, many architectural schools and departments have concentrated into CAAD systems as an architectural medium for the design process rather than only general computing machine.
To approach such aim researchers and educators have introduced CAAD applications in the design studio and CAAD has been taught as a general design tool. Students were supposed to learn CAAD in such way that allows them to use
28 this tool in the conceptual design stage at different levels. The typical CAAD curriculum that architectural schools and department have included in the education process, as Hannu Penttilä mentioned in a paper presented in eCAADe conference, 1996, mainly consist the following subjects:
• The basic of architectural computing. • Drawing with CAAD.
• Modeling with CAAD. • CAAD-based design projects.
Although, the use of CAAD as a design tool has become a basic subject for some architectural schools, the result was limited by hardware, software and operating systems that were available in this period. Figure 6 shows the relationship between architectural education subjects and CAD lectures in this era.
Figure 6: Architectural Education Subjects and Using CAAD as Assistant Tools for Design Studio
29 3.4.3. Third Period of Teaching CAAD “CAAD Curriculum”
The increasing capabilities of computers as telecommunication devices in the 1990s, coupled with the developed CAAD applications lead to another level of using CAAD in both architectural practice and education not just as drafting and design tools but also as communications tools that support the collaboratively. In this era additional topics related to the new technology have been introduced in the education process such as the general skills of computers, image processing, communications tools, publishing tools etc. The aim was to get the full advantages of digital applications and to inform architectural students of up to date digital applications.
To give more understanding of characterizes of this era here is a world-wide study including 106 universities across curriculum of architecture in seven countries which was done by QaQish and Hanna, 1996. The study tried to evaluate computer utilization by architecture schools with regard to the curriculum structure. The study examines CAD use in architectural education in terms of its utilization across the curriculum in six areas of analysis. First area examined the importance of the role of CAD in architectural curriculum in twenty six areas of architecture; second one examined the use of software in CAD courses. The third area examined whether there are any differences in attitudes and perception between the Gender of CAD tutors towards the importance of CAD labs' proximity to the design studio. Fourth area examines the total hours of training for each course and as a whole. The fifth area investigated the importance of CAD labs' proximity to the design studio. The last area explored the use of software in CAD courses on a scale of low use and high use.
On the role of CAD in the twenty-six areas of architectural education the study indicates that CAD plays an important role in the design courses and in the presentations of projects which presented in figures 7 and 8 shows the most used CAD programs in architectural education.
30 Figure 7: The Mean Rating of the Role of CAD Importance (QaQish and Hanna, 1996)
Figure 8: The Highest 15 CAD Software Used World-Wide (QaQish and Hanna, 1996) In terms of integration CAAD in architectural curriculum the results of this study shows that there is a strong trend to integrate CAAD programs and new technologies in the curriculum and most of the school have future plans to develop CAAD use in architecture education. 92.15% of the architectural schools have introduced CAD course into the curriculum, compared with only 7.9% which have not. Figure 9 shows the count of universities which have introduced CAAD courses in curriculum.
31 Figure 9: CAD across the Curriculum (QaQish and Hanna, 1996)
With regards to training hours 12 respondents indicated that their students receive an average of 100 hours of training. While 14 respondents offer 59 hours of training to their student, only 5 respondents offer more than 200 hours of training. As shown in figure 10, universities in the USA offer approximately as many training hours as the Sweden. Whereas, some of the UK universities also offer higher training hours but half of that offered by the Sweden.
Figure 10: The Max. Distribution of the Total Hours of Training in Architectural Curriculum across Seven Countries (QaQish and Hanna, 1996)
With regards to the importance of CAAD laps in design studio the analysis revealed that 49.0% felt that CAD labs proximity location to the design studio was essential for better CAD integration. While 27.5% felt that it was very important, only 2% felt it was not important to have any relationship between the two. Figure 11 shows the importance of design studio proximity to CAD labs.
32 Figure 11: The Importance of Design Studio Proximity to CAD Labs (QaQish and Hanna,
1996) The most significant findings of this study are:
• CAD users accounted for 42.63% compared with 57.37% who are conventional method users.
• 92.15% of the architectural schools have introduced CAD course into the curriculum, compared with only 7.9% which have not.
• 9.8% indicated interest in introducing and improving CAD in the future compared with 3.9% who have not.
• The Netherlands has the oldest CAD program with a mean age of 34 years compared with both the USA and Israel with 28 years of age. Sweden and Australia have the youngest CAD programs age group amongst the seven countries.
• The age of CAD employment in the curricula of architecture schools ranges between 1 to 34 years old.
• Both architectural design and architectural presentation areas reported the highest mean of approximately 3.4 indicating an important role of CAD in design courses and in the presentation of projects
• The majority of the universities has CAD program aged about 13 years, a slightly more than a decade, with only one university aged 35 years.
• 12 respondents indicated that their students receive an average of 100 hours of training. While 14 respondents offer 59 hours of training to their student, only 5 respondents offer more that 200 hours of training.
33 • With regard to the CAD platforms in the department, 45.5 % of all the
platforms were IBM or Compatible which mark them as the mot widely used platforms. Second one is Macintosh platforms with 22.7%. Power Mackintosh Platforms came in third pace with 14.4% and Workstations ranked fourth with 11.0%.
• With regard to the overall extent of CAD software use world-wide, the use and performance of CAD software under high extent was examined. The results revealed that the highest response rate was reported in Form Z (58.8%), followed by AutoCAD (45.7%), 3DStudio (32.4%), AEC (31.3%), ArchiCAD (29.4%). Once gain, From Z reported high results under above average use with a 35.3%).
• The numbers of CAD tutors or instructors reported by the respondent reached a sum of 55. % for part-time instructors and 45.0% for full-time ones
• The analysis of the results revealed that 49.0% (25 respondents) felt that CAD labs proximity to design studio was essential for better CAD integration. While 27.5% (14 respondents) felt that it was very important only 2% (1 respondent) felt it was not important to have any relationship between the two. It is concluded that the design studio proximity from CAD labs is extremely important to successfully teach CAD.
• With regard to ‘virtual-reality’, only 31% reported to have employed it in the curriculum, whereas 69% responded that they have not.
This development in CAAD education and the experience through years lead to another advanced CAAD education system. This system includes more success use of CAAD in curriculum which focus on using this tool in the whole education and integrating CAAD into education process.
3.5. Current Situation of Teaching CAAD
The use of CAAD in architecture education has developed rapidly in the recent years. Today, the majority of universities around the world have introduced CAAD systems in their curriculum schedule especially in developed countries. The present use of CAAD in architectural education is mainly focused on,
